语境理论在高一英语语法教学中的应用研究 78页

专业学位硕士学位论文中文题目：语境理论在高一英语语法教学中的应用研究英文题目：学院外国语学院专业学位类别教育硕士专业领域学科教学英语学号姓名梁宇指导教师冀小婷 分类编号单位代码：密级学号：研究生学位论文论文题目：语境理论在高一英语语法教学中的应用研究学生姓名：梁宇申请学位级别：硕士申请专业名称：教育硕士研宄方向：英语教学指导教师姓名：专业技术职称：副教授提交论文日期：年月 OntheApplicationofContextTheoryinEnglishGrammarTeachinginSeniorOneLiangYuAThesisSubmittedinPartialFulfillmentoftheRequirementsfortheDegreeofMasterofEducationinEnglishEducationTianjinNormalUniversityMay2015 独创性声明本人声明所呈交的论文是我个人在导师指导下进行的研究工作及取得的研究成果。尽我所知，除了文中特别加以标注和致谢的地方外，论文中不包含其他人已经发表或撰写过的研宄成果，也不包含为获得天津师范大学或其它教育机构的学位或证书而使用过的材料。与我一同工作的同志对本研宄所做的任何贡献均已在论文中作了明确的说明并表示了谢意。签名：导今曰期：广学位论文版权使用授权书本人完全了解天津师范大学有关保留、使用学位论文的规定，即：学校有权将学位论文的全部或部分内容编入有关数据库进行检索，并采用影印、缩印或扫描等复制手段保存、汇编以供查阅和借阅。同意学校向国家有关部门或机构送交论文的复印件和磁盘。保密的论文在解密后应遵守此规定）签名导师签名日期： 独创性声明本人声明所呈交的论文是我个人在导师指导下进行的研宄工作及取得的研宄成果。尽我所知，除了文中特别加以标注和致谢的地方外，论文中不包含其他人已经发表或撰写过的研宄成果，也不包含为获得天津师范大学或其它教育机构的学位或证书而使用过的材料。与我一同工作的同志对本研宄所做的任何贡献均已在论文中作了明确的说明并表示了谢意。学位论文作者签名：签字日期：关于论文使用授权的说明本人完全了解天津师范大学有关保留、使用学位论文的规定。学校有权保留学位论文并向国家主管部门或其指定机构送交论文的电子版和纸质版，允许论文被查阅和借阅，可以采用影印、缩印或扫描等复制手段保存、汇编学位论文，可以公布论文的全部或部分内容。天津师范大学有权将本人的学位论文加入《中国优秀硕士学位论文全文数据库》、《中国博士学位论文全文数据库》和编入《中国知识资源总库》。学位论文作考日期：口公开口保密（—年—月保密的学位论文在解密后应遵守此协议 OriginalityResearchStatementInlightoftheprinciplesofacademicmoralsandethics，’：射：上 AbstractInChina,withanincrediblyoverwhelmingnumberofpublicschoolsandprivateschoolswhereteacherscan"tpaytoomuchattentiontogrammarteaching,thereremainstohavebeenacontroversialcontentionregardinganefficientandpropermethodofteachinggrammarinsecondaryschools.Whenitcomestoimpartingcorrespondingknowledgeaboutgrammar,acommonidea,unconsciouslyandspontaneously,willflashacrossthemindsofinstructorsinlanguageclassroomthattheycanbeinthepositionofbeingatalossabouthowtopresentgrammaticalrulestostudentsinaneffectiveway.Nowadays,asfarasthemethodsofteachinggrammarareconcerned,3Ptakesapredominantpositionandischaracterizedbyroteandmechanicalmemory,whichleavesstudentsgraduallyfedwithgrammar-orientedlessons.Whatlanguagepractitionersfearmostisthatstudentshavelittleknowledgewhygrammarcanbetaughtorhowitcanbeputintopracticalusefororalandwrittencommunication.Aimingattheexplorationandinquiryintoapanaceaforinefficiencyingrammaticalteaching,contemporarylinguisticinstructorsinjuniorandseniorhighschoolstakefulladvantageofcontext-basedmethodsofimpartinggrammaticalitems.Onlyinthiswaycanstudentsstrengthentheirunderstandingandperceptionoftheform， structureisnon-finiteverbs.Theparticipantsare78studentsfromtwoclassesinGrade1atseniorhigh.Class10wasstipulatedasexperimentalclasswherecontextteachingmethodwasemployedwhileClass9wascontrolclasswhere3Pteachingmethodwasused.Theexperiment,whoseinstrumentsencompassedquestionnaire,testandinterview,wasconductedtolastfor2months.Thesubsequentdatawouldbecompiledandprocessedbymeansofquantitativemethod.Twodistinctivelydefinitegoalsconvergeonthisdissertationwhichspecificallyfocusonpracticalapplicationofcontext-basedgrammarteaching.Theformerisintendedforelicitationofstudents"interestingrammarwhilethelaterfulfilsthetargetofenhancinggrammaticalaccuracywhenitcomestousinggrammar.Meanwhile,itisthroughtentativeapplicationofcontextualizedgrammarteachingthatcertainimplicationsandenlightenmentscanbeelicitedtopursueneutralcounterbalanceagainsttraditional3Pmethoddominatinginpreviouslanguageteaching.Keywords:grammar,context,grammaraccuracy 摘要在中国公立和私立学校中，教师格外重视语法教学。然而，对于高效的语法教学法却存在很大的争议。众所周知，当谈到有效语法教学时，教师们不由自主地感到非常困惑，他们很难抉择如何有效地将语法规则呈现给学生。目前，教学法成为了课堂教学的主流，但是机械化记忆方式却让学生过早地厌倦英语的学习。经过多年的教学探索和研究，当代语言教学者能够充分利用语境教学法来教授语法知识。借助于这种方法，学生们能够对语法的形式和规则加深理解和感知。同时，学生借助于语境创设的情景实现运用语言目的，而不是无休止的测试语法知识。结合高中语法教学实验，笔者旨在证明语境教学法在高中语法教学中的有效性。在此次研究中，笔者以高一英语语法非谓语为课堂教学重点，让学生们能区分现在分词和过去分词的用法及应用。选定南大附中高一班为实验班并采用语境教学法，而班为对照班使用教学法。通过前后测，问卷，定量和定性方法相结合分析实验结果，并以此证明语境教学法和传统的教学法相比，前者更能够帮助学生准确运用语法知识，使学生对语法学习产生兴趣。关键词：语法语境语法准确性 AcknowledgementsItiswiththosewhohavesparedmeunselfishandgenerousassistancethatIfeelsincerelyobligedintheoverallprocessofthesmoothcompletionofthisthesis，，， TableofContentsChapter1Introduction11.1TheBackgroundoftheResearch11.2TheSignificanceoftheResearch31.3TheStructureoftheTheisis4Chapter2LiteratureReview62.1GrammarandGrammarTeaching62.1.1TheDefinitionofGrammar62.1.2TheDefinitionofGrammaticalCompetence82.1.3GrammarTeaching92.2ContextanditsRelevantResearch162.2.1DefinitionsofContext162.2.2RelevantResearchaboutContext172.2.3TheFeaturesofContextTheory212.2.4TheContextTheoryAppliedinGrammarTeaching23Chapter3GrammarTeachingModelbasedontheTheoryofContext253.1TheRoleofContextinGrammarTeaching253.1.1TheCommunicativeFunctionofGrammarwithContextualSupport253.1.2TheEfficiencyofGrammarTeachingImprovedwiththeContext263.2GrammarTeachingStrategiesintheApplicationoftheContext273.2.1GrammarTeachinginAccordancewiththeDiscourse273.2.2TheCreationoftheContextRelatedtoRealExperience29Chapter4ResearchMethodology314.1ResearchQuestions324.2Participants324.3Instruments324.3.1Questionnaire324.3.2Tests334.4TeachingMaterial344.5TheProcedureoftheExperiment354.6TeachingPlansforE-CandC-C364.6.1TeachingPlanforE-C364.6.2TeachingPlanforC-C39Chapter5DataAnalysisandDiscussion425.1ResultsandAnalysisfromtheQuestionnaires425.2ResultsandAnalysisfromtheTests455.2.1DatafromthePre-test455.2.2DatafromthePost-test465.2.3ResultAnalysis....46 Chapter6Conclusion476.1MajorFindings486.2InspirationsforPedagogy496.3Limitations50References52AppendixI:QuestionnaireforInterestinGrammarLearning54AppendixII:Datacollectionsaboutthepre-andpost-Questionnaire55AppendixIII:PretestPaper56AppendixIV:Post-testPapers59AppendixV:Marksbetweenpre-testandpost-test62 Chapter1Introduction1.1TheBackgroundoftheResearchInthelightoftheNewEnglishCurriculumStandards,theobjectivesofEnglishcourses,whichissetattheelementarylevel，，，，，，， Duringthepastfewdecades,classroompractitionershaverarelyinvestedsufficientenergyandtimeintoresearchinghowtoteachgrammar.Onthecontrary,muchimportanceisoverwhelminglyatachedtoreadingcomprehensionandvocabularymemorization,whichnearlyconsumesapproximatelythree-quartertimeinclassroomteaching.Inreturnforit，：， 1.2SignificanceoftheResearchAppropriatelyconnectedwithdemandsanddestinationsabouttheNewEnglishCurriculumStandards,Englishteachinginformalinstructionalenvironmentsisbasedonoverallandextensivedevelopmentofcomprehensiveapplicationoflanguageforstudents.Thereisnodenyingthatgrammaticalcompetencelaysasolidfcnmdationontheachievementofthisgoal.Withsuchcompetence,studentswouldhaveapotentialtendencyformisconceptionsandemploymentoflinguisticrulesandconventions.Effectiveandproductiveforeignlanguageteachingisinseparablyconnectedwithgrammarteaching，，，， areacknowledgedasthreedimensionswithwhichinstructorscanofferasetofeffectivesystemrangingfromlanguagecompetencetolanguageproficiency.Lastbutnotleast,thecontextisaremarkablyessentialandindispensibleelementwhenitcomestoteachinglinguisticitems,especiallyimpartinggrammaticalpoints.ThisisnotonlybecauseitcanenablestudentstoarouseinterestinacquisitionofEnglish,butalsobecauseitcanpromotetheprocessofpositivelyandactivelyusingrightgrammaticalformstodealwithrealisticproblemsarisingfromeverydayliferatherthanconfinedtolanguageclassrooms.AsisdepictedbyadistinguishedpsychologistnamedBruner,"Interestisthebestteacher."Getmuchinterestinwhatistaughtisamomentousagentforthemaintenanceofpositiveattitudewhichgivesanimpetusforstudents"willingnesstoacquirelanguageknowledge.Withthecontextual!zedapproachtoteachinggrammarcanstudentsstimulateanincrediblyintensedesireandinterestinwhenorhowtomakethebestofgrammaticalfeatures,whichfurtherexertsactiveinfluenceontheconceptoflearningbydoingandteachingbydoing,1.3TheStructureoftheResearchThispaperexplorescontext-basedgrammarteachingbymeansofexperimentalteachingintheGrade1ofSeniorhighschool.Sixsectionsareelaboratedontoformtheformatofthisthesis:introduction,literaturereview， grammarandgrammaticalcompetence，，，， Chapter2LiteratureReview2.1GrammarandGrammarTeaching2.1.1TheDefinitionofGrammarWithinthebygonecenturies,linguistshadseeminglybeenatwarwitheachotheraboutendlessargumentsoverwhatdefinedEnglishgrammar,whichledtovariouscontentionsfromvariousperspectives.Asaresult，，，，，“ (1997)treatsgrammaras"abranchofdescriptionoflanguagesthataccountsforthewayinwhichwordsarecombinedtoformsentences."AsLongmanDictionaryofContemporaryEnglishshows,grammariscommonlyadmittedas"therulesbywhichwordschangetheirformsandarecombinedintosentences,orthestudyoruseoftheserules."Accordingtowhatisstatedfromthehistoricalperspectivesamonglinguists,atentativeinferencecanbeobtainedthatwhenitcomestogrammardefinition;atwo-wayviewhastakentheplaceofaone-wayviewtoachieveremarkablechangefromformtouseintermsofperceptionandtreatmentofgrammaticalrules.2.1.1.2GrammarAttachedtotheDynamicConceptNunan(1999)makesaspecifiedinterpretationofgrammaras"thestudyofhowsyntax(form),semantics(meaning),andpragmatics(use)worktogethertoenableindividualstocommunicatethroughlanguage."Nunan,hither，，，， Chinamaintainsthatwhilemostofteachersarepronetothinkofgrammarassomethingaboutstaticknowledge，，， competenceiscomposedoforganizationalcompetenceandpragmaticcompetence.Accordingly,organizationalcompetenceinvolvesgrammaticalcompetenceandtextualcompetence.Inconsequence,grammaticalcompetencecombinedwithBachman"smodelisrelatedtolearners,competencyinmorphology,syntax,vocabulary,andgraphology;namely,grammaticalcompetenceindicatesthefacetsofthelanguagethatemergeinformalandstructuraldimensions.Despitevariedstandpointsaboutdefinitionsofgrammaticalcompetenceamonglinguisticresearchersbeforehand,theyareabletoreachconsistentconsensusthatitisvitalandessentialtohaveagraspoflinguisticknowledgeandpracticalapplicationoflanguageitems,furtherfacilitatingtheprocessofinternalizingandperceivinglinguisticrulesandintensifyingtheaccurateandmeaningfulutilizationofrules.2.1.3GrammarTeaching2.1.3.1TheDefinitionofGrammarTeachingOnaccountofconventionalperceptionenclosedwithwhatisdefinedasgrammarrules,classroomteachingaboutgrammarisconstantlyhighlightedassteadydemonstrationandincessantpracticeofgrammarfeatures,whichhasprevailedinlinguisticpedagogyovercenturies.Nonetheless,itisthetwodominatingpedagogicalemphasesthatarerecognizedastwotypesofteachingtechniquesconcerninggrammar.Therestofteachingtechniquescanbeappliedtoaidlinguisticlearnerstogainknowledgeofgrammaritems.Asaresult,Ellis(2006)definesgrammarteachingasamoreextensiveview:"Grammarteachinginvolvesanyinstructionaltechniquethat9 drawslearners"attentiontosomespecificgrammaticalforminsuchawaythatithelpsthemeithertounderstanditmetlinguisticallyand/orprocessitincomprehensionand/orproductionsothattheycaninternalizeit."WithregardtotheinterpretationfromEllis，⋯⋯、，、，，、八丄！ connectionwithtargetcontenttobeimpartedtostudents,whichismanifestedinthreesegments:form:showinghowitisformed？”””“，，“ principlesurroundingfocusonforms.Thisapproachhasatendencyforlearner-centeredmode.Manyresearchershaveallegedthatifthemainpurposeofsecondlanguagelearningisforthecultivationofstudents"communicativecompetence,furtherpromotinglanguageusewhichisinstrumentalforcommunicativepurposes.Accordingly,grammarandcommunicationmustbeunifiedandincorporated.Nevertheless，， forms.Nonetheless,thisapproachthathighlightsthemomentumofcreatingform-meaningbondisreferredtoasmorepracticableforfocus-on-formprinciple.Lateron，“， likelytoidentifythedisparitybetweenformandmeaningastheymakerepetitiveatemptstooutputlanguage.Inthemeantime,sheoffersapremiumoncooperationandcoordinationinlearninginwhichcaselearnersareabletogetdowntosuchtasksbyvirtueofworkingwithpeers.Learners"initiatives,underthepatronageofthisapproach,canbeinspiredandelicitedtofacilitateofcooperativeabilitytoleamefficiently.Incontrastwithemergingapproachestotutoringgrammar,discourse-basedgrammarteachingoccupiesasignificantstance.Asfordiscourse-basedgrammarteaching,itisbycreatingawarenessofauthenticdiscoursethatlearnersarecapableofgainingcomprehensiveandextensiveunderstandingofwhathavebeenimparted.Thewaycanstrengthentheform-meaningmappingafterbeingexposedtoteachingtechniqueswithwhichgrammaritemsareinstructedbycontext.Celce-MurciaandOlshtain(2000)commonlysupportsentence-basedapproacheswhichareusedtoimpartgrammartolearners.Theymaintainthatgrammarteachingtaketheformsoftwoadvancedperspectives:top-down(adiscourse-analytic)andbotom-upapproach(asyntax_analytic)whichareadvocatedbyNassaji(2002).Itisinefficientandfruitlessthatteachinggrammaticalrulesshedtheirsyntacticandpragmaticfiinctions.Inaword,commonpracticeistakenforgrantedthatproductiveapproachtoteachinggrammarisunlikelytoignoretheimportanceofpragmaticsanddiscourse,whichevolvesintoacriticalprinciplecalledthecontext.2.1.3.3DomesticApproachestoGrammarTeaching14 GrammarteachinginChinademonstratesaseriesofcharacteristicsat3differentstageswhicharedeterminedbyaremarkablehistoricaloccasion"CulturalRevolution".Priortoit，，，，，， shouldbeleamtinmeaningfulcontextinwhichtheform,meaninganduseofgrammaritemsshouldbeintegratedintoacycle.2.2ContextanditsRelevantResearch2.2.1DefinitionsofContextOverthedecadesthatfollowed,contextisacommonconceptthatisdiscussedandexploredoverandoveragaininlinguisticstudiesandlanguageteaching.Thedefinitionoftheterm"context"variesfromregiontoregion，，“”， wherelinguisticintercoursecomesintobeing，，，，，““，， Malinowskimakesaclaimthatthreemention-aboveelementsabouttheclassificationofcontextshouldbeassociatedwitheachotherforsufficientandefficientcomprehensionandatainmentoflinguisticknowledge.Malinowski"sviewofcontextlaysolidfoundationandreferentialsupportforsubsequentdevelopmentofthecontext.Afterwards,Firthadvancestwoprimarylinksinthedomainofcommunication:theinternallinkofthetextandthesituationalrelations.AsfarasFirth"smodelisconcerned，，“”“”，，， thefuture,scientifichypothesesorreligiousbeliefs，，，，，， word"sco-occurrenceorcollocationwithanother,whichplaysakeyroleincommunication.ProfessorHeZiran,whoisadeptandexpertinpragmatics,hasaconnectionwithcontextintheprocessofconductingandguidingcomprehensionofthelanguageinuse.Inlinewithhisview,contextcanbeexplainedascertainsituationwhichisevaluatedforchoiceofaccordingcommunicativeforms,illustratedinthefollowingstatements.(1)Linguisticcontext:words,phrases,andsentencesprecedingorfollowingacertainutterance.(2)Socialcontext:theobjectiveenvironmentinwhichtheaddresserproducesandtheaddresseeinterpretsanutterance,suchassettingsforcommunication,thestatusofandtherelationshipbetweentheaddresserandaddressee,theirsocialandculturalbackgrounds.(3)Cognitivecontext:anyexperiences,backgroundkmmledgeorotherswhichcontributetocommunicationandcognition.{HeZiran,1997)Itisreasonablyproventhat，， pavesaroutetocontext-coredpedagogy.2.2.3ThefeaturesofcontexttheoryAccordingtointerpretationofthispaper,context-basedteachingreferstoimpartinglanguageknowledgecombinedwithcontext,which,fromholisticperspectives,ischaracterizedbythreeaspects:threecontexts;threeteachingaimsandthreefeatures.Foronething，，，，，，，，， theachievementofthreeteachingaims:cultivatestudents"abilityoflanguageknowledge，，，，，，，， 2.2.4ThecontexttheoryappliedingrammarteachingThestudyofcontextismeanttoprovideaneffectivebasisoninvestigationoftheinfluenceofcontextinforeignlanguageteaching.Accordingtotheprincipleofcommunication,languagecommunicationshouldconformtotherequestofthelanguageenvironment,becausethelanguageactivitiescombinedwithcontextcanbeorganizedinclass，，， promotetheprocessofgrammarlearning.ThereisrelativelylittleresearchontheapplicationofcontexttheoryinChina.ZhangZhengdong(1999)pointedoutthatgrammarteachingshouldbebasedontheinterpretationoflanguagephenomenonratheroninvestigatetheisolatedrules.Intheprocessofteaching，，，， Chapter3GrammarTeachingModelbasedontheTheoryofContext3-1TheRoleofContextinGrammarTeaching3.1.1TheCommunicativeFunctionofGrammarwithContextualSupportEnglishgrammarinvolveslexisandsyntax.Lexismeanschangingrulesofmorphology，，’，，， nottheultimategoaloflanguagelearningbutakindofeffectivemeanstoachievethepurpose.Grammarteachingshouldavoidbeingtoomechanicalandunderstandinggrammaticalknowledgeshouldbecloselycombinedwiththepracticeoflangu^e.Theultimateaimofgrammarteachingistheabilitytopromoteandimprovethestudents"activeparticipationintheexchangeoflanguageinrealcommunicativesettings.Soitisverynecessarytocombinethecontextwithgrammarteaching.3-1.2TheEfficiencyofGrammarTeachingImprovedwiththeContextThecontextwasn"tconnectedwithgrammarteachinginthepast.Teachersusedtodirectlyteach，，，，， knowledgeandgrammarpractice,withtheavoidanceofconventionalmonotonousandineficientpracticeoflanguage.3.2GrammarTeachingStrategiesintheapplicationoftheContext3.2.1GrammarTeachinginAccordancewiththeDiscourseContextinEnglishgrammarteachingtakesanimportantposition.Sointheactualprocessofteaching，，，，，， followingpassageextractedfromthecollegeentranceexaminationin2008toexplainhowtoapplysuchgrammaticalitem.Itisoftennecessarytoreleaseafish，’，一’—’鱼麟）—一—’ functionalandsemanticpurposeofsuchagrammaticalitem.Atthesametime,studentscanimprovereadingabilityandenhancetheknowledgeofthisbackground.What"smore，，，，， learnerscan,inthecontext，，“，， Chapter4ResearchMethodologyAsisbeingexploredinthisdissertation,whetherthecontext-basedtheoryinEnglishgrammarteachingcanexertapositiveefectonnotonlytheelicitationoflearners"interestandthepromotionoflearners"proficiencyongrammaruse.Toachievethisgoalandtestitseffectivenessinteachinggranunar,comparedwithalternativemainstreammethodcalled3P(presentation，，，， aplainandclearviewofdiferentteachingproceduresanddesigns.4.1ResearchQuestionsBelowaretwomajorquestionstobeaddressedinthispaper.1.Canthecontext-basedgrammarteachingapproachinspireseniorhighstudents"interestingrammarlearning?2.Canthecontext-basedgrammarteachingapproachincreasestudents"accuracyinusingtargetgrammaticalitems?4.2ParticipantsThetwointactclasses，，， Qiaqjian"squestionnairepaper,whichisaimedatinvestigatingwhetherstudentsshowaccordinginterestinEnglishgrammaticalknowledge.Itiscomposedof10questionsthataccompanyfourchoicesbeloweachone,allofwhichareshowninChineseratherthanEnglish.Thesedefinitequestionsareformulatedtoachievevariouspurposesforinvestigation.Theitems1-2inthequestionnairearetargetedatstudents"attitudetolearninggrammarandgrammarlessonswhiletherestofthemaredirectedatinspectingtheirinterestingrammarinstruction.Thissurvey,takenwithaquestionnaire,ismaderespectivelyinClass9(C-C)andinClasslO(E-C)onSeptember18、 questionsdesignedtoinspecttheform,meaninganduseofNon-FiniteVerb.Hereareaseriesofquestionformsandallocationofscores.Multiplechoice(30scores)，，，，，， ofverbsfollowingby-ing.Simultaneously,thealternativemoduleentitledwithMyFirstRideonatrainpossessesanappropriatetopictohelpstudentsexplorehowtousepresentparticipleandpastparticipleatthesentencelevel.4.5TheProcedureoftheExperimentTheexperimentspecificallyforthisresearchwhichspannedabout3months,rangingfromSeptember,2014toDecember，，，，， methodtogiveagreatdealofconveniencetocomparisonsintermsofeffectivenessofteaching.Withregardtotheadoptionoftheteachingmethodingrammar,context-basedmodelwasimplementedintheexperimentalclass.Sixaspectswerecontrivedthroughoutthewholeteachingprocess,whichwerelistedbelow.First，，，， illustratedinthefollowingtable.TextbookThe-ed/-ingformofverbinModule3withthetitle"MyFirstRideonatrain,extractedfromBook1ofNewStandardEnglishTeachingStudentsinGradel，气“，，， Setp2.1.GetstudentstodiscoverthewordswiththeformExploreanddoingordoneinunderlinedsentencesandguideinducethethemtocontrastthesewordswithrealpredicate.rulesof2.Encouragestudentstolocatethepositionofthetargettarget-formwordsingivenstatements.Inaword，，，： Step3;Use1.Paraphrasefromtheattributiveclausetosentencesthetargetwithtargetgrammar.grammar2.Showashortreportfromsportsmagazine.Itwasruleinthewritenaboutwhatthisfootballstarthoughtabouthiscontext.careerafterhisretirement.Therearealotofsentenceswithpastparticiplesandpresentparticiples.3.Motivatestudentstocompletetherole-playactivities.Organizethemtoworkinpairstomakeupaconversationbetweenajournalistandthisfootballstar.Studentscandesigntheirownquestionsaccordingtothegiveninformationandtheyareshownsomesamplesentenceswhichinvolvetheparticiples.TheconversationisaimedathowremarkableandunusualhisexperiencesareStep4Realsituationsavailabletostudents"participationinreinforcetheworkandlifeareofferedtothemtostrengthenthegrammardrillingabouttheuseoftheparticiplesasanattributive,itemintheForexample,studentsareaskedlikethis“，，，， Step6:1.Makeasummaryofthegrammaticalrules.Set2.findoutthesentenceswhichinvolvedtheparticiplehomeworkforanattributiveandtrytocomparethelogicalrelationshipbetweenthenounandtheparticiples.3,SurfontheInternettogetinformationandpicturesofyourfavoritesportsman,musicianandteachers.Pleasedescribetheirexperienceandsuccesswithwhatstudentshavelearntintoday"sgrammarlesson.4.6.2TeachingPlanforC-CGoals:1.TogetSstohaveknowledgeofthisgrammarpoint:V-edform;2.ToenableSstousetheV-edform.Teachingprocedures:Step1Revision1.AsktwoSstoretellthepassage.2.GroupWork.Now,let"sdothecompetition.Tryyourbesttofindthe-edformsfromthetextbook.Thegroupwhichwritesthemostright-edformsoftheverbswillwin.Step2PresentationPurpose:LetSsknowhowtouseV-edasanadjective.Individualwork.Doyouknowwhytheyshoulduse-edform?(Iftheycannotanswer,Iwillactoutasentence.Ithrewthepaperaway.Thepaperwasusedbefore.Canyouuseasentencetodescribemyactions?Theansweris“”） tense,(Pastparticipleofverbshastwomeanings:oneisfinishedandtheotherisdonebyothers.)Step3Practice1.PairWork.AskthestudentstofinishGrammar1bythemselves.2.GroupWork.Wheretoputthe-edform?ShowmoresentencesonthescreeninordertoletSsunderstandtheruleswell.(1)Pollutedairandwaterareharmfultopeople"shealth.(2)Thisisthebookrecommendedbyourteacher.(3)Trainedstudentswonthematch.StudentstrainedbyMr.Gaowonthematch.(4)Thisisthefinishedhomework.ThisisthehomeworkfinishedbyLiKang.Conclusion:Generallyspeaking,asingle-edformusedasattribute,weshouldputitinfrontofthenouns.Otherwiseweshouldputitbehindthenouns.Thatistosay，— (Letthestudentstellthedifferencesbytranslatingthesentences.)Step5.Homework:FinishtheexerciseonWorkbookPage67.42 Chapter5DataAnalysisandDiscussion5.1ResultsandAnalysisfromtheQuestionnairesTable5-1:ResultsofItem1,2intheQuestionnaire.CollectionsofPre-questionnairePost-questionnairequestions1.MasteringgrammarABCDABCDisveryimportantfor912126151824communicationinEnglish.2.Grammarlearningis91398161904oneoftheimportantpartsinEnglishlearning.AsisshownfromtheTable5-1， mastergrammar.AccordingtoTable5-2,itisveryclearthat17(43%)participantsinthepre-questionnairemaintainthatthepreviousteachingmethodaboutgrammarcanpromotetheirunderstandingandmasteryoftargetgrammaticalitems.Theabove-mentionedmethodconcentrateson3Pmethodwhichplacesanemphasisonthreemainprocesses:presentation,practiceandproduction.Studentsareforcedtohaveaccesstopilesofgrammaticalrulesandknowledge,whichislikelytodeprivethemofrealmotivationandinterestinEnglishlearning.However,thepost-questionnairecompletedsincenewteachingmethod,context-basedtheory,wasintroduceddemonstratestotallydifferentstatisticalresultthat31studentshaveapositiveattitudetowardpresentteachingmethod.Drivenbythischangeaboutteachinggrammar,theyaremorewillingtotakepartinEnglishlesson.Thereisnodenyingthattherealcontextcanprovidestudentswiththewaystudentsperceive， 9.1don"thave151257910317confidenceingrammarlearning.4.1t"sinterestingto56919101379learngrammar.Asforstudents"interestandattitudetowardgrammarteaching，，，， Bycomparison,thereremainstohavebeenaremarkableincreaseinthenumberofstudentswhoexpresspersonalacceptanceandsupportforcontext-basedgrammarteaching.Table5-4:ResultsofItem6,7,8intheQuestionnaire.CollectionsofquestionsPre-questionnairePost-questionnaireABCDABCD6.I"malwaysattentivein981012151275grammarclass7.Ilikedoinggrammar107913131178homework.8.I"mwillingtoanswerquestions96717151077ingrammarclass.Statement6，，，， Subsequently,thedatahadbeencollectedfromtestsandanalyzedscientificallyandsystematically.5.2.1DatafromthePre-testIntheinitialexperiment，， respectively64.08and63.82.Meanwhile,Pequalsto0.787，，， Chapter6ConclusionThereisuniversally-acknowledgedconsensusthatinseniorhighschool，， limitationsofthethesisandinspirationsforprospectiveresearchareillustrated.6.1MajorFindingsThroughtheaboveanalysis,itisveryclearthatinthehighschoolEnglishgrammarclass，，，，， practicinggrammarrules,thegrammarknowledgeindiferentcontextsandrealizetheunificationofgrammaticalfunctionandmeaningsoastoassiststudentstofundamentallysolvetheproblemoftheflexibleabilitytousegrammarknowledge.6.2PedagogicalImplicationsHavingamasteryofgrammaticalitemsisnottheonlydestinationforgrammarteaching.InstructorsinseniorhighschoolsaresupposedtoimpartEnglishgrammarinaccordancewiththedemandsofNewEnglishCurriculumStandards.Nowadays,almostalltheschoolsaimtoassessstudents"abilitytoapplyEnglishlanguageintheformoftestsandexams.However，， designteachingactivitiesandorchestratestudentstoparticipateinmeaningfulgrammarteaching.Therefore,variouscontextscanbeformulatedandcontrivedtomakegrammarlessonsvividandattractive,whichleavesstudentsfailtolosetheireyes.Besides,avarietyofcontextsdirectedatcertainformofgrammaritemshavetovaryaccordingtocurrentabilityofstudents.6.3LimitationsDuetotheuseoftheinitialstudyofcontextinteachinggrammar,withoutrelatedexperienceandacademicconstraints,thereisnoadequateexplorationofthedepthandbreadthofthisstudy，，， beenembarkedontoimprovetheefficiencyofEnglishgrammartaughtinseniorhighschool.53 ReferencesBachman，，，何自然，语用学与英语学习，上海：上海外语教育出版社。）胡壮麟，《语言学教程》。北京：北京大学出版社。）， andResearchPress.Long,M.1983.Doessecondlanguageinstructionmakeadiference?Areviewoftheresearch.TESOLQuarterly,17:359-382.LyonsJ.1977.iSemawf/w.CambridgeiCambridgeUniversityPress.Malinowski.TheproblemofmeaninginprimitiveLanguages.NewYorkHarcourtBrace&WorldMalinowski1935，，，王建平，语境研究的历史与现状，《语境研究论文集》，北京：北京语言学院出版社。 Young,DavidJ.1984.IntroducingEnglishgrammar.Britain:AnchorBrendon，张正东，，外语教学技巧新论，科学出版社。） AppendixI:QuestionnaireforInterestinGrammarLearning学生对英语语法学习兴趣的调查问卷（实验前后）此次调查问卷旨在了解与研宄高一同学英语语法学习情况，请同学们结合自身实际情况认真填写。任何一种表述都没有对错优劣之分，每个小题有四个选项分别为：同意基本同意不确定不同意，请选出一个适合自己情况的答案并用对勾标出。掌握英语语法对于英语表达非常有用。同意基本同意不确定不同意语法学习是英语学习中重要的一部分。同意基本同意不确定不同意英语语法非常难学。同意基本同意不确定不同意学习英语语法很有趣。同意基本同意不确定不同意我不喜欢上语法课。同意基本同意不确定不同意我总能在语法课上认真听讲。同意基本同意不确定不同意我喜欢做语法作业。同意基本同意不确定不同意语法课上我很愿意回答语法问题。同意基本同意不确定不同意在语法学习中我没有自信。同意基本同意不确定不同意老师的语法教学法促使我很轻松掌握语法知识。同意基本同意不确定不同意完成后请核对检查答案谢谢 AppendixII:Datacollectionsaboutthepre-andpost-QuestionnaireFullscores100CollectionofquestionsPre-questionnairePost-questionnaireABCDABCD1.掌握英语语法对于英语表达非常有用。语法学习是英语学习中的重要一部分。英语语法非常难学。学习英语语法很有趣。我不喜欢上语法课。我总能在语法课上认真听我喜欢做语法作业。语法课上我很愿意回答语法问题。语法学习中我没有自信。老师的语法教学法促使我很轻松的掌握语法。 AppendixIII:PretestPaperTheTestingPaperforthePretest一、单项选择每题分共分），，，“”， 二用括号内所给动词的适当形式填空。（每题分，共分）三同义句改写。（每空分，共分）四翻译句子。（每空分，共分五看图写句子。（要求：利用分词做定语完成表达。本题共分）病 PictureAPictureB61 AppendixIV:Post-testPapersTheTestingPaperforthePosttest一、单项选择每题分，共分），—，， AtoformBformCformingDhavingformed二用括号内所给动词的适当形式填空。（每题分，共分），三同义句改写。（每空分共分）四翻译句子。（每空分，共分 五看图写句子。（要求：利用分词做定语完成表达。本题共丨分）義漏 AppendixV:Marksbetweenpre-testandpost-testPretestPosttestPretestPostest(C-C)(C-C)(E-C)(E-C)5763.0073.582.0070.575.007270.0063.558.005667.0072.574.008184.5082.579.0072.576.0078.582.006172.006161.0085.589.005358.007986.0056.549.007673.008075.0071.579.0054.562.006658.0061.563.506565.0072.580.0063.575.0043.539.0057.550.0073.569.005670.005953.505162.5037.561.007284.0073.541.007075.007577.0074.569.5059.567.0071.583.0060.563.0061.570.008070.505965.0049.555.0048.558.006484.007373.006350.005970.0065 53.564.0058.567.005870.0058.561.0058.549.0056.568.007253.5055.549.0063.563.0062.572.007269.0062.568.0063.570.006161.007075.0056.53.006151.0051.548.0076.577.0050.558.0066.573.005464.005965.006370.006467.506473.507269.005967.0066